Course syllabus for Basic Assessment Methods in Physiotherapy

Specific entry requirements

The same entry requirements apply as for admission to the Study Programme in Physiotherapy at Karolinska Institutet. In addition, the following requirements apply:

A student who has failed a clinical placement (VFU/VIL) or equivalent due to having demonstrated such serious deficiencies in knowledge, skills, or professional conduct that patient safety or patients’trust in healthcare has been jeopardized, is eligible for a new clinical placement only after the individual action plan has been completed.

Outcomes

Theory and practical skills training, 4.5 credits

On completion of the course, the student should be able to:

• describe the different components of the physiotherapy process and their application in musculoskeletal conditions, with a focus on nerve, joint, and muscle function and structure, as well as in mental health conditions, with emphasis on common psychological and physical conditions related to stress
• identify biological, psychological, and social factors in patient history, from a biopsychosocial perspective
• verbally explain the purpose and theoretical principles of an examination procedure and perform a basic physiotherapy assessment of nerve, joint, and muscle function and structure, based on the various components of the physiotherapy process together with applying relevant anatomical knowledge
• verbally explain the purpose and theoretical principles, and practically perform, a basic physiotherapy assessment focusing on common psychological and physical conditions, based on the various components of the physiotherapy process
• communicate effectively and provide and receive feedback in peer-review activities, while demonstrating a respectful approach during skills training and examinations

Clinical education, 1.5 credits

On completion of the course, the student should be able to:

• in accordance with the physiotherapy process conduct patient history conduct parts of a basic physiotherapy assessment of musculoskeletal conditions, focusing on nerve, joint and muscle function and structure and/or common psychological and physical conditions related to stress
• using the International Classification of Functioning, Disability and Health (ICF), identify and summarize patients’ health status regarding function, activity, and participation
• apply a professional approach in patient encounters by communicating respectfully with patients, relatives, supervisors, and colleagues, and by adhering to current hygiene regulations and routines that ensure patient safety within healthcare settings

Content

Theory and practical skills training, 4.5 credits

• principles of patient history, the physiotherapy process, and ICF in relation to musculoskeletal and mental health
• basic physiotherapy assessment of injuries and functional impairments with a focus on musculoskeletal health
• providing and receiving feedback and reflecting on the importance of feedback for learning and professional development
• basic physiotherapy assessment with a focus on mental health
• clinical reasoning based on patient cases

Clinical education, 1.5 credits

• professional conduct during patient history-taking and basic assessment procedures
• patient history-taking in an outpatient care setting
• physiotherapy tools such as the physiotherapy process and ICF in basic clinical reasoning
• hygiene regulations for patient-safe practice within healthcare services

Teaching methods

The teaching is based on a student-centered approach and an active learning process, where the working methods provide the conditions for the student to take responsibility for knowledge development in a psychologically safe learning environment.

Teaching methods include skills training, lectures, seminars, peer review, feedback activities, group work, and work-integrated learning (VIL)/ workplace-based learning/clinical placement (VFU).

In addition, students are expected to acquire knowledge using learning resources, independent practice sessions, and theoretical and practical group and self-study activities. Mandatory activities that are not formally assessed may occur.

The clinical placement component generally comprises 40 hours per week, of which 32 hours per week are spent in the clinical setting. Students are not permitted to compress or shorten the clinical placement period. Time not spent in the clinical setting is intended for self-study or other scheduled learning activities.

Examination

The course is examined through:

Theory and practical skills training, 4.5 credits

• practical examination 

To be eligible to participate in the examination, students must have attended at least six practical skills training sessions, the examiner decides whether, and if so how, absence from practical skills training may be compensated for.

Mandatory course elements:

• attendance and active participation in seminars
• written reflective assignments

Clinical education, 1.5 credits

• continuous examination according to established assessment criteria
• VFU-seminar

Mandatory course elements:

• attendance during clinical placement/workplace-based learing (VFU)

The examiner assesses whether, and if so how, absence from mandatory course components can be made up. The student’s study results cannot be fully reported until the student has participated in the mandatory course components or made up the absence in accordance with the examiner’s instructions. Absence from a mandatory course component may mean that the student cannot make up the missed element until the next time the course is offered.

A student who does not pass the regular examination is entitled to participate in an additional five examination occasions. This does not apply if the course has been discontinued or undergone major revisions. Each occasion on which the student has participated in the same examination/test is counted as an examination opportunity. An examination for which the student has registered but not attended is not counted as an examination opportunity.

Late submitted examination assignments will not be considered. Students who do not submit on time are referred to the re‑examination session. The examiner assesses whether a student has special reasons for the delay. The examiner may decide on supplementary examination material in order for the student to achieve a passing result. A student who does not achieve a passing grade after three completed examination sessions may be offered the chance to retake the module or course once more. This is subject to availability.

A student who begins but does not complete a clinical placement, without specific reasons, will be awarded a failing grade. In such cases, the student has used one clinical placement opportunity. A failed clinical placement may only be repeated once. The examiner may, with immediate effect, terminate a student’s clinical placement (VFU) or equivalent if the student demonstrates such serious deficiencies in knowledge, skills, or professional conduct that patient safety or patients’ trust in healthcare is jeopardized. When a clinical placement is terminated in this manner, the student will receive a failing grade for that element, and one clinical placement opportunity is considered used. In such cases, an individual action plan must be established, specifying the activities and assessments required before the student may be given a new clinical placement opportunity. Until the action plan has been fulfilled, the student may not be placed in a new clinical placement within any programme or course at KI. The number of assessments within the action plan is limited to two. If a student fails the final possible examination opportunity, no action plan shall be established

If there are special reasons, or if adaptations are needed for a student with a disability, the examiner may decide to deviate from the course syllabus regulations regarding the form of examination, number of examination opportunities, possibility for supplementary work, or exemptions from mandatory course components, etc. The content and intended learning outcomes, as well as the required level of skills, knowledge, and competencies, may not be altered, removed, or lowered.

Transitional provisions

Examinations will be provided for one year following a potential discontinuation of the course or the implementation of a new course syllabus.

Other directives

Course evaluation is conducted in accordance with the guidelines established by the Board of Education.

The course may not be included in the degree together with a completed course whose content fully or partly overlaps with the content of this course.

Literature and other teaching aids

Mandatory literature

Ryder D, Barnard K, Petty NJ. Petty's musculoskeletal examination and assessment: a handbook for therapists. 6th ed. Amsterdam: Elsevier; 2024. ISBN: 9780323874717

Recommended literature

Bojsen-Møller F, Tranum-Jensen J, Simonsen EB. Rörelseapparatens anatomi. 2 uppl. Bolinder-Palmér I, Olsson K, översättare. Stockholm: Liber; 2023. ISBN: 9789147147205

Gilroy AM, MacPherson BR, Ross LM, Schünke M, Schulte E, Schumacher U, editors. Atlas of anatomy: Latin nomenclature. 2nd ed. New York: Thieme; 2013. ISBN: 9781604067477